Deconstructing language practices: discursive constructions of children in Individual Education Plan resource documents

Although Individual Education Plan (IEP) resource documents in Ontario, Canada aim to assist children in achieving their special educational goals, a point of disjuncture exists between the documents’ intentions and children’s actual experiences. Addressing this issue is crucial in preventing inequity and fostering educational development and social well-being for children. We employ critical discourse analysis informed by disability theory to deconstruct the language practices used to conceptualize children in IEP resource documents. Our purpose is to question the underlying assumptions regarding representations of children and illuminate the potentially harmful consequences of such conceptions. We expose the presence of both neutral and harmful language practices and consider how such language may shape the way the documents translate from policy to practice. This study offers a model through which the language of other special education documents can be critically evaluated and proposes potential avenues for creating documents that avoid disabling children further.     

The blurred edges of intellectual disability

The label of ‘intellectual disability’ can be a very blurred concept, because for those on the borders their label often arises from the interaction of the individual with their environment, from their socio-economic status, and from the social role which they choose to undertake. This paper explores the contested notion of intellectual disability in the context of people who have been in trouble with the law in England, and contrasts their situation with that of people who have been protected by best interests decisions under the Mental Capacity Act (England and Wales). People who are on the ‘borderline’ of having an intellectual disability, like any citizens, have a range of intersecting identities. Drawing on the notions of ‘interactional’ disability theory, we reflect on the shifting, relative nature of intellectual disability, and the need for the law to focus on support needs, rather than on impairment.     

‘I’m not a quants person’; key strategies in building competence and confidence in staff who teach quantitative research methods’

Initiatives, like the UK ESRC’s RDI/CI programmes and the Q-Step Centres, have a long-term aim of addressing the well-documented decline in the pool of academics able and willing to teach quantitative methods (QM). However, these initiatives will take time to make an impact; therefore, the upskilling of current staff is a vital strategy if we want to maintain QM in curricula. This paper draws on findings from the ESRC RDI project, ‘No More Pointy Clicky, numbers stuff; building staff quantitative skills’. This project focussed on upskilling staff in a large Sociology department. The project was committed to delivering training to develop staff competence in QM; however, it became clear that this alone would not be sufficient to build staff confidence. Therefore, the project rolled-out a more complex strategy that addressed a range of central issues, including, pedagogy, infrastructure, Departmental resourcing and strategy, and staff worldviews, which this article explores.     

Improving quality at the point of service

The authors provide a research-based construct of youth program quality that differentiates safety, support, interaction, and engagement, four important issues for practitioners working with youth in the middle years. They describe two tools that have helped direct staff to be intentional about creating offerings that are appropriate for early adolescents: the focusing idea of point-of-service quality and the technology of observational assessment. They describe how these tools can be used to create cultures of accountability and intentionality that extend across program levels.     

Pilot study comparing physical and psychological responses in medical qigong and walking

Identifying alternative exercise modalities in an effort to stimulate and promote participation in physical activity, especially among older adults, is a critical health consideration. The purpose of this study was to compare physiological and psychological responses to medical qigong with self-paced brisk walking. Older women (55-79 years) performed 22 min of either qigong or walking on two separate days. During exercise performance, heart rate and ratings of perceived exertion were assessed. Psychological affect, blood pressure, and pulse rate were assessed before and after the exercise bouts. Heart-rate data indicated that both forms of exercise were at a moderate level of intensity. In addition, similar values were found for the physiological and psychological variables as a function of the two forms of exercise. Therefore, it was concluded that this form of medical qigong can be considered a moderate-intensity physical activity that should have both physiological and psychological benefits for older women.     

‘Spite effects’ in tax evasion experiments

This paper sets out to consider individuals’ motivations to evade taxation. Experimental results indicate that individuals do not simply maximize pecuniary welfare. Their behaviour is consistent with the presence of a ‘spite effect’ when their perceptions are that enforcement variables are ‘excessive’.     

The Natsal-SF Measure of Sexual Function: Comparison of Three Scoring Methods

The Natsal-SF is a psychometrically validated measure of sexual function for use in community health surveys, derived from 17 questions reflecting three components of sexual function. Scoring requires knowledge of complex statistical modeling and, given the methodological complexities, we assessed the validity of two simplified scoring methods calculated using the factor loadings produced when originally modeling the Natsal-SF items. Method 1 uses these factor loadings to three decimal places, while method 2 assigns whole numbers to each item based on the factor loadings. Scores from these simplified methods are compared to the original score using correlation coefficients, by comparing the distributions and the scores of each method in a linear regression model with key variables. We found scores from the simplified methods both correlate highly with the original score, and the distributions of scores closely match. The simplified methods result in different regression coefficients for gender and relationship context but estimate the coefficients of all other variables similarly to the original method. While the Natsal-SF should ideally be scored using latent variable modeling, the simplified methods perform well so can be used in similar contexts, increasing the utility of the Natsal-SF and enabling future studies to measure sexual function more comprehensively.